Positive values inherent in well-planned tests used in language programs are discussed in this article. The author argues that the problems of dropout rate, underachievement, discipline, and negative student attitudes can be alleviated through testing programs which include: (1) an aptitude test for selecting and sectioning students and for guidance of those with foreign language learning problems; (2) brief but frequent quizzes for learning purposes; (3) short progress tests for learning and motivation; (4) periodic review tests for motivation as well as grading; (5) reliable mid-term and final examinations strictly for grading; (6) an oral examination before a committee once or twice every academic year; and (7) a standardized proficiency test every second or third year for control of the program and for placement. Discussion of progress tests, test validity, item analysis, articulation, placement, and aptitude tests focuses on the need to develop complete and sound testing programs. (Author/RL)